The role of subjects and subject associations in climate change and sustainability education in England

This report is the outcome of an event held on 16 July 2024 which brought subject associations together to discuss the roles that they, and the subjects they represent, play in climate change and sustainability education in schools. The event was organised by UCL’s Centre for Climate Change and Sustainability Education in partnership with the Council for Subject Associations and the Natural History Museum and it launched SACEN, the Subject Association Climate Education Network.

Delegates made a strong case for embedding climate change and sustainability education across the whole curriculum and providing tailored support to teachers. Given that subject associations exist to promote subject specialisms, a strong case was also made for them to take a lead in supporting teachers to respond to the climate and nature crisis in age- and subject-appropriate ways.

Recommendations

1. The revised school curriculum should build on the existing subject requirements in geography, science and citizenship that support climate change and sustainability education.
2. The revised school curriculum should identify new opportunities for teaching about climate change and sustainability across the curriculum by including clearly defined and specific teaching requirements in every subject.
3. High quality professional development about climate change and sustainability education is urgently needed for all teachers, tailored by subject and age phase and focused on subject knowledge and appropriate pedagogies.
4. Subject associations should continue to make climate change and sustainability education one of their priorities and be supported to help develop subject specific exemplification and guidance for teachers.